Grammaticale ontwikkeling van zich normaal ontwikkelende kinderen en kinderen met TOS in de leeftijd van 7 tot 10 jaar

Dit artikel beschrijft de bevindingen uit een explorerend literatuuronderzoek naar de grammaticale ontwikkeling van Nederlandstalige kinderen tussen 7 en 10 jaar met en zonder een taalontwikkelingsstoornis (TOS). De resultaten worden ook in een klinische context geplaatst, met als doel logopedisten te ondersteunen in de behandeling van grammaticale problemen bij kinderen met TOS in deze leeftijdsgroep. Grammaticale problemen zijn een kernprobleem van kinderen met TOS en behandeling van deze grammaticale problemen is daarmee een kerntaak van de logopedist. De verwervingsvolgorde van grammaticale structuren bij Nederlandstalige kinderen met een normale taalontwikkeling is redelijk duidelijk tot een leeftijd van 5 á 6 jaar. Voor oudere kinderen is dit veel minder het geval. Deze informatie is echter wel van belang om passende grammaticale behandeldoelen te kunnen selecteren en prioriteren

To Game or Not to Game? Efficacy of Using Tablet Games in Vocabulary Intervention for Children with DLD

The adoption of tablets by young children has raised enthusiasm and concern among speech and language pathologists. This study investigated whether tablet games can be used as effectively as real play objects in vocabulary intervention for children with developmental language disorder (DLD). A randomized, controlled non‐inferiority trial was conducted with 70 3‐year‐old children with DLD. The novel intervention group (n = 35) received 12 10‐min scripted intervention sessions with symbolic play using a tablet game spread out over 8–9 weeks. The standard intervention group (n = 35) received the same amount of intervention with real objects using the same vocabulary scripts. In each session, children were exposed to 22 target words. The primary outcome was the number of new target words learned. This was measured using a picture selection task including 22 target words and 22 control words at 3 time intervals: before the intervention, imme-diately post‐intervention, and 5 weeks later. In both intervention groups, the children learned significantly more target words than control words. No significant differences in gains between the two intervention conditions were found. This study provides evidence that vocabulary intervention for toddlers with DLD using a tablet game is equally as effective as an intervention using real ob-jects

Handreiking 'Samen Gamen':Het gebruik van tabletgames in de logopedische behandeling van jonge kinderen

Met de komst van de tablet in de logopedische behandeling zijn nieuwe mogelijkheden ontstaan om therapie voor kinderen met taalontwikkelingsstoornissen (TOS) vorm te geven. Logopedisten hebben echter veel vragen over het gebruik van tabletgames. Hoe kun je tabletgames zinvol inzetten? Gaat het gamen niet ten koste van de interactie? Hoe kan ik voorkomen dat het kind zich alleen op het beeldscherm focust? In 2015 heeft het lectoraat Logopedie, Participatie door Communicatie van de Hogeschool Utrecht met verschillende instellingen een consortium gevormd dat vragen uit de praktijk omtrent het inzetten van tabletgames in taaltherapie heeft gebundeld en vertaald naar onderzoeksvragen. Tot het consortium behoren Hanzehogeschool Groningen, de Koninklijke Auris Groep, Koninklijke Kentalis, NSDSK, Pento en de Nederlandse Vereniging voor Logopedie en Foniatrie (NVLF). Uit deze samenwerking is het project ‘DigiTaal - Taal leren met tabletgames’ ontstaan. In dit project zijn drie deelstudies uitgevoerd naar de toepasbaarheid van tabletgames in taaltherapie bij jonge kinderen met een TOS

Chat DLD 8910 - 01

The dataset consists of the Storytelling Tasks of the Dutch Language Test TAK (Taaltest Alle Kinderen, Language Test All Children) told by Dutch monolingual children with developmental language disorder (DLD) and Dutch monolingual typically developing (TD) children. The pictures of the stories can be found in this publication: Zwitserlood, R., van Weerdenburg, M., Verhoeven, L., & Wijnen, F. (2015). Development of morphosyntactic accuracy and grammatical complexity in Dutch school-age children with SLI. Journal of Speech, Language, and Hearing Research, 58(June), 891–905. https://doi.org/10.1044/2015_JSLHR-L-14-0015 The stories were audio recorded in WAV and transcribed in CHAT. The transcripts are also coded for silent pause duration in milliseconds, in four duration categories. These categories are described in the headers of all CHAT files. Each CHAT files contains the two TAK stories told in one session to the investigator. They are separated by a @Comments line

Chat TD 8910 - C

The dataset consists of the Storytelling Tasks of the Dutch Language Test TAK (Taaltest Alle Kinderen, Language Test All Children) told by Dutch monolingual typically developing (TD) children

Language growth in Dutch school-age children with specific language impairment

In this dissertation, the results of a longitudinal study of two age-groups of Dutch-speaking children with specific language impairment (SLI) and an intervention study examining a metalinguistic approach for older school-age children with SLI are reported. Grammatical development of school-age children with SLI between the ages 6 and 10 years was investigated in narratives with a wide range of measures of grammatical complexity and grammatical correctness. The grammatical profile that was obtained from the grammatical analysis was used to select appropriate targets for the intervention study. In addition, speech fluency was examined in the children with SLI aged 8-10 years. Speech disfluencies can offer a window into formulation difficulties of older children with SLI, even when sentences are produced grammatically accurate. Grammatical complexity and grammatical correctness in the children with SLI show a continuous development between the ages 6 and 10 years. In addition, the higher speech disfluency rates in children with SLI reflect their compromised expressive language skills. The higher disfluency rates at word-initial positions suggest that difficulties with lexical retrieval contribute to the speech disfluencies. Furthermore, a five week intervention program with five hours of individual therapy yielded significant progress on relative clause production in children with SLI of 10 years of age and older

Chat TD 8910 - A

The dataset consists of the Storytelling Tasks of the Dutch Language Test TAK (Taaltest Alle Kinderen, Language Test All Children) told by Dutch monolingual typically developing (TD) children

Chat TD 8910 - D

The dataset consists of the Storytelling Tasks of the Dutch Language Test TAK (Taaltest Alle Kinderen, Language Test All Children) told by Dutch monolingual typically developing (TD) children

Morpho-Syntactic Development and Verb Argument Structure in Narratives of Dutch School-Age Children with SLI

Morpho-syntactic skills and verb argument structure were investigated longitudinally in narratives of 16 Dutch children with SLI at ages 6, 7 and 8. On some measures, like MLU and sentence complexity, no significant differences were found between the different ages. On other measures, like proportions of agreement errors and complex sentences a ceiling effect was found at age 7. With respect to verb argument structure, subject and object omissions in obligatory contexts were investigated. No significant differences between ages were found for subject omissions, but object omissions decreased significantly between ages 7 and 8. Possibly due to poor working memory skills, the children violate rules for reference and allowed subject-drop. Special attention was given to the overuse of auxiliary gaan (to go) combined with infinitives and overuse of lexical gaan (to go) as general all purpose (GAP) verb. Proportions of gaan+infinitive remained large at all ages. Explanations may be found either in very slow verb paradigm learning or in word finding difficulties. The insertion of auxiliary gaan offers the children extra time to access the lexical verb. The overuse of gaan+infinitive might also be regarded as ‘frozen forms’ used by the children to cope with problems in inflection and movement of lexical verbs. This interpretation lends support to the procedural deficit hypothesis of Ullman & Pierpont (2005) who claim that children with SLI learn ‘rules’ in declarative memory (e.g. for past tense, use ging-en +infinitive). Proportions of lexical gaan decreased from 6 to 7 years and increased again from 7 to 8 years. It was suggested that a certain (critical) mass of the verb lexicon triggers word finding difficulties